FMEJ 9;1 mums.ac.ir/j-fmej March 25, 2019 او  : ،  ںا  ر اد  ا  ژ ا! " د# $%%  ں&' ت اور)*  رے)  ں,-  ،./0ا ا ۔2ا  ںا  اور3 40  %5  ا  678ا! ت),,9 ہ; م) ا = اس ون ?)  اور اس2 A4 م دی) اC,9   8 و۔ ا2 D72 E) ۔2 2 FG واH  %5 روش:م دی) ا چ  تKL), اور=5 ،ں)M ND )O ڈ C,9 اس ه)")! د در8 تKL), و'&وہ3  اس4 )3&'-ی ا)R Googlescholar ، Sciencdirect,sid ، Springer,IEEE ، Eric ) دہ)HD ا5  ںOf) ) Af)"0 g G Af  hf)i اور)j ) دہ)HD ا ظ)H0ی ا  ںOf) ۔ان)  ، انj4  چ ت),,9 f)  . ار#2 ت)  = ۔ اس5 A4 ) NlD% 40   #fKL)% ا ت),,9 mO)5n  ۔) :D ں   2 )Dn D!    #fKL)% ا ت),,9 mO)5n  ںDo&'p  ورا/!  ہq) ا ۔اس روش2 Af2 E)? #M D  ا  2 ا; # )rs ٓ ا امو! )u ،% د), ار ں; رو),,9 ، v)w ا '8  0)x %y ! تy? وت),,9 ، اور)57 ,-  %rs! 5 3 ،%/l & ۔2  6p)o )) ہ)%!   ں ا  2 ہ)ٓ ا zf)D  رش)H :  م)  $%% {8 ا!  2 )Dn D!  0)x اس 0 &' yf) اور)"0 &' اq50۔2 )D7)8 ) دہ)HD ا ںا # )" م) ! اس2 D72 FG واH o  f)%;ٓ ا ں,- =8 )% د) %! ا ۔2)n ))8 ) ظ)H0ی ا : روش8ا! ا  ،h y- management Pedagogical h y- اور)   ~ و داh3  ں,- ۔ا) دہ)HD ا اس C,9 زﻣﯿﻨﻪ و ﻫﺪف: ﻣﺪﯾﺮﯾﺖ داﻧﺶ ﭘﺪاﮔﻮژﯾﮏ، ﻣﺪﯾﺮﯾﺖ داﻧﺶ و ﺗﺠﺎرب در زﻣﯿﻨﻪ ﺗﺪرﯾﺲ، ارزﺷﯿﺎﺑﯽ، ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي و ﻣﺪﯾﺮﯾﺖ ﮐﻼس و ﺳﺎﯾﺮ ﺣﯿﻄﻪ ﻫﺎي آﻣﻮزش اﺳﺖ. ﻣﻄﺎﻟﻌﻪ ﺗﺤﻠﯿﻠﯽ ﭘﮋوﻫﺶ ﻫﺎي اﻧﺠﺎم ﺷﺪه در اﯾﻦ ﺣﻮزه ﺑﺮاي ﻓﻬﻢ دﻗﯿﻖ ﮐﺎﺑﺮد ﻣﺪﯾﺮﯾﺖ داﻧﺶ ﭘﺪاﮔﻮژﯾﮏ ﻣﯽ ﺗﻮاﻧﺪ راه ﮔﺸﺎ ﺑ ﺎﺷﺪ. ﺑﻨﺎﺑﺮاﯾﻦ ﻫﺪف ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺳﻨﺘﺰ ﭘﮋوﻫﯽ اﺛﺮﺑﺨﺸﯽ ﻣﺪﯾﺮﯾﺖ داﻧﺶ ﭘﺪاﮔﻮژﯾﮏ و ﺗﺒﯿﯿﻦ ﮐﺎرﺑﺮد و راﻫﮑﺎرﻫﺎي آن اﺳﺖ. روش: روش اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺳﻨﺘﺰﭘﮋوﻫﯽ ﮐﯿﻔﯽ اﺳﺖ. داده ﻫﺎي ﻣﻮرد ﻧﯿﺎز از ﻃﺮﯾﻖ ﺟﺴﺘﺠﻮ در ﻣﻨﺎﺑﻊ ﮐﺘﺎﺑﺨﺎﻧﻪ اي، ﭘﺎﯾﺎن ﻧﺎﻣﻪ ﻫﺎ و ﻣﻘﺎﻻت ﻣﻮﺟﻮد در ﭘﺎﯾﮕﺎه ﻫﺎي اﻃﻼﻋﺎﺗﯽ Googlescholar ، Sciencdirect ,sid ، Springer ,IEEE ، Eric ﺟﻤﻊ آوري ﺷﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺟﺴﺘﺠﻮ در ﭘﺎﯾﮕﺎه ﻫﺎي اﻃﻼﻋﺎﺗﯽ داﺧﻠﯽ و ﺧﺎرﺟﯽ از واژﮔﺎن ﮐﻠﯿﺪي و ﺑﺪون ﻣﺤﺪودﯾﺖ زﻣﺎﻧﯽ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﺗﻌﺪاد322 7 ﻣﻮرد ﭘﮋوﻫﺶ ﻣﻨﺘﺸﺮ ﺷﺪه ﺷﻨﺎﺳﺎﯾﯽ و از ﻣﯿﺎن آﻧﻬﺎ66 ﻣﻮرد ﭘﮋوﻫﺶ ﺟﻬﺖ ﺑﺮرﺳﯽ و ﺗﺤﻠ ﯿﻞ اﻧﺘﺨﺎب ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺑﺮرﺳﯽ و ﺗﺤﻠﯿﻞ ﻣﻄﺎﻟﻌﺎت و ﭘﮋوﻫﺶ ﻫﺎي اﻧﺠﺎم ﺷﺪه ﻧﺸﺎن داد ﮐﻪ ﻣﺪﯾﺮﯾﺖ داﻧﺶ در ﺣﻮزه آﻣﻮزش اﺛﺮﺑﺨﺶ ﺑﻮده اﺳﺖ و در ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ اي اﺳﺎﺗﯿﺪ، درس ﭘﮋوﻫﯽ، ارﺗﻘﺎء ﺻﻼﺣﯿﺖ، ﺑﺮﻧﺎﻣﻪ درﺳﯽ، آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﻮاﻫﺪ، ﯾﺎدﮔﯿﺮي ﻣﺎدام اﻟﻌﻤﺮ، ﻃﺮاﺣﯽ آﻣﻮز ﺷﯽ و اﺳﺘﺪﻻل ﺑﺎﻟﯿﻨﯽ ﮐﺎرﺑﺮد ﮔﺴﺘﺮده اي دارد و از راﻫﮑﺎرﻫﺎي ﭘﯿﺸﻨﻬﺎدي در زﻣﯿﻨﻪ ﺑﮑﺎرﮔﯿﺮي ﻣﺪﯾﺮﯾﺖ داﻧﺶ در آﻣﻮزش ﻃﺒﻖ ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻫﺎ ﻣﯽ ﺗﻮان ﺑﻪ ﺗﺸﮑﯿﻞ اﺟﺘﻤﺎﻋﺎت ﯾﺎدﮔﯿﺮي، داﺳﺘﺎن ﺳﺮاﯾﯽ و ﻗﺼﻪ ﮔﻮﯾﯽ، ﭘﻠﺘﻔﺮم ﻫﺎي ﻣﺪﯾﺮﯾﺖ داﻧﺶ ﻧﻈﯿﺮ وﯾﮑﯽ، وب2 ، وﺑﻼگ اﺷﺎره ﮐﺮد. ﻫﺎ و.. ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﻧﺘﺎﯾﺞ اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﮐﺎرﺑﺮد ﮔﺴﺘﺮده ﻣﺪﯾﺮﯾﺖ داﻧﺶ ﭘﺪاﮔﻮژﯾﮏ را در ﮐﻠﯿﻪ ﺣﻮزه ﻫﺎي آﻣﻮزش ﻧﺸﺎن ﻣﯽ دﻫﺪ. ﻟﺬا ﺷﻨﺎﺳﺎﯾﯽ و اﺟﺮاي راﻫﮑﺎرﻫﺎي ﻋﻤﻠﯽ ﻧﻈﯿﺮراه اﻧﺪازي اﺟﺘﻤﺎﻋﺎت ﯾﺎدﮔﯿﺮي ﺣﻀﻮري و ﻣﺠﺎزي اﺳﺎﺗﯿﺪ، داﺳﺘﺎن ﺳﺮاﯾﯽ و ﺧﺎﻃﺮه ﮔﻮﯾﯽ و راه اﻧﺪازي اﺗﺎق ﻓﮑﺮ ﺟﻬﺖ ﻣﺪﯾﺮﯾﺖ ﺻﺤﯿﺢ داﻧﺶ ﭘ ﺪاﮔﻮژﯾﮏ ﭘﯿﺸﻨﻬﺎد ﻣﯽ ﮔﺮدد. واژه ﻫﺎي ﮐﻠﯿﺪي: آﻣﻮزش ﭘﺰﺷﮑﯽ، ﺳﻨﺘﺰ ﭘﮋوﻫﯽ، ﻣﺪﯾﺮﯾﺖ داﻧﺶ ﭘﺪاﮔﻮژﯾﮏ ﻣﺪﯾﺮﯾﺖ داﻧﺶ ﭘﺪاﮔﻮژﯾﮏ و ﮐﺎرﺑﺮد آن در آﻣﻮزش ﭘﺰﺷﮑﯽ: ﯾﮏ ﻣﻄﺎﻟﻌﻪ ﺳﻨﺘﺰﭘﮋوﻫﯽ اﻟﺨﻠﻔﻴﺔ واﻟﻬﺪف: إدارة اﳌﻌﺎرف اﻟﱰﺑﻮﻳﺔ ، وإدارة اﳌﻌﺮﻓﺔ واﻟﺨﱪات ﰲ اﻟﺘﺪرﻳﺲ واﻟﺘﻘﻴﻴﻢ ، وﻧﻈﺮﻳﺎت اﻟﺘﻌﻠﻢ وإدارة اﻟﺪروس ، وﻏ˼ﻫﺎ ﻣﻦ ﻣﺠﺎﻻت اﻟﺘﻌﻠﻴﻢ. ˽ﻜﻦ أن ﺗﻜﻮن اﻟﺪراﺳﺔ اﻟﺘﺤﻠﻴﻠﻴﺔ ﻟﻠﺒﺤﻮث اﻟﺘﻲ أﺟﺮﻳﺖ ﰲ ﻫﺬا اﳌﺠﺎل ﻣﻔﻴﺪة ﰲ ﻓﻬﻢ ﻧﻬﺞ إدارة اﳌﻌﺮﻓﺔ اﻟﱰﺑﻮﻳﺔ. وﻟﺬﻟﻚ ، ﻓﺈن اﻟﻐﺮض ﻣﻦ ﻫﺬه اﻟﺪراﺳﺔ اﻟﺘﻮﻟﻴﻔﻴﺔ ﻫﻮ ﺗﺠﻤﻴﻊ ﻓﺎﺋﺪة اﻹدارة اﻟﱰﺑﻮﻳﺔ وﴍح ﺗﻄﺒﻴﻘﻪ وﺣﻠﻮﻟﻪ. اﻟﻄﺮﻳﻘﺔ: ﻃﺮﻳﻘﺔ ﻫﺬه اﻟﺪراﺳﺔ ﻫﻲ ﺗﻮﻟﻴﻒ اﻟﺒﺤﺚ اﻟﻨﻮﻋﻲ. ﺗﻢ ﺟﻤﻊ اﻟﺒﻴﺎﻧﺎت ﻣﻦ ﺧﻼل اﻟﺒﺤﺚ ﰲ ﻣﻮارد اﳌﻜﺘﺒﺎت واﻷﻃﺮوﺣﺎت واﳌﻘﺎﻻت ﰲ ﻗﻮاﻋﺪ ﺑﻴﺎﻧﺎتGoogle scholar وScience direct وSID وSpringer وIEEE وEric . ﺗﻢ اﺳﺘﺨﺪام اﻟﻜﻠ˴ت اﻷﺳﺎﺳﻴﺔ دون ﺣﺪود زﻣﻨﻴﺔ ﻟﻠﺒﺤﺚ ﰲ ﻗﻮاﻋﺪ اﻟﺒﻴﺎﻧﺎت اﻟﺪاﺧﻠﻴﺔ واﻟﺨﺎرﺟﻴﺔ. وﺗﻢ ﺗﺤﺪﻳﺪ ﻣﺎ ﻣﺠﻤﻮﻋﻪ۳۲۲۷ ورﻗﺔ ﺑﺤﺜﻴﺔ ﻣﻨﺸﻮرة وﺗﻢ اﺧﺘﻴﺎر۶۶ ﻣﻨﻬﺎ ﻟﻠﺘﺤﻠﻴﻞ واﻟﺪراﺳﺔ . اﻟﻨﺘﺎﺋﺞ: أﻇﻬﺮت ﻧﺘﺎﺋﺞ دراﺳﺔ وﺗﺤﻠﻴﻞ اﻟﺪراﺳﺎت واﻟﺒﺤﻮث أن إدارة اﳌﻌﺮﻓﺔ ﻓﻌﺎﻟﺔ ﰲ ﻣﺠﺎل اﻟﺘﻌﻠﻴﻢ وﺗﺴﺘﺨﺪم ﻋﲆ ﻧﻄﺎق واﺳﻊ ﰲ ﺗﻄﻮﻳﺮ اﻷﺳﺎﺗﺬة وﺗﻄﻮﻳﺮ اﳌﺆﻫﻼت وﺗﻄﻮﻳﺮ ا إﱃ ﻧﺘﺎﺋﺞً اﳌﻨﺎﻫﺞ واﻟﺘﻌﻠﻴﻢ واﻟﺘﻌﻠﻢ ﻣﺪى اﻟﺤﻴﺎة وﺗﺼﻤﻴﻢ اﻟﺪروس واﻷﻓﻜﺎر. اﺳﺘﻨﺎد اﻟﺒﺤﺚ ، ˽ﻜﻦ أن ﺗﺸﻜﻞ اﻻﺳﱰاﺗﻴﺠﻴﺎت اﳌﻘﱰﺣﺔ ﻻﺳﺘﺨﺪام إدارة اﳌﻌﺮﻓﺔ ﰲ اﳌﻌﺮﻓﺔ إﺟﺘ˴ﻋﺎت اﻟﺘﻌﻠﻢ ، ورʗ وﻣﻨﺼﺎت إدارة اﳌﻌﺮﻓﺔ ﻣﺜﻞ اﻟﻮﻳ واﻳﺔ اﻟﻘﺼﺺ ،ورواﻳﺔ اﻟﺤﻜﺎﻳﺎ ، ووﻳﺐ۲ ، وﻣﺪوﻧﺎت اﻟﻮﻳﺐ وﻏ˼ﻫﺎ. اﻟﺨﻼﺻﺔ: ﺗﻈﻬﺮ ﻧﺘﺎﺋﺞ ﻫﺬه اﻟﺪراﺳﺔ اﻻﺳﺘﺨﺪام اﻟﻮاﺳﻊ ﻹدارة اﳌﻌﺮﻓﺔ اﻟﱰﺑﻮﻳﺔ ﰲ ﺟﻤﻴﻊ ﻣﺠﺎﻻت اﻟﺘﻌﻠﻴﻢ ، وﺑﺎﻟﺘﺎﱄ ، ﺗﺤﺪﻳﺪ وﺗﻨﻔﻴﺬ اﻻﺳﱰاﺗﻴﺠﻴﺎت اﻟﻌﻤﻠﻴﺔ ﻣﺜﻞ ﺗﻨﻔﻴﺬ إﺟﺘ˴ﻋﺎت ﺣﻀﻮرﻳﺔ وﻣﺠﺎزﻳﺔ ﻷﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ ، ورواﻳﺔ اﻟﻘﺼﺺ ، واﻗﱰاح اﻓﺘﺘﺎح ﻏﺮﻓﺔ اﻟﺘﻔﻜ˼ ﻟﻺدارة اﻟﺴﻠﻴﻤﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﱰﺑﻮﻳﺔ. اﻟﻜﻠ˴ت اﳌﻔﺘﺎﺣﻴﺔ: اﻟﺘﻌﻠﻴﻢ اﻟﻄﺒﻲ ، اﻟﺒﺤﺚ اﻟﺘﺠﻤﻴﻌﻲ ، إدارة اﳌﻌﺮﻓﺔ اﻟﱰﺑﻮﻳﺔ اﻹدارة اﻟﱰﺑﻮﻳﺔ وﺗﻄﺒﻴﻘﺎﺗﻬﺎ ﰲ اﻟﺘﻌﻠﻴﻢ اﻟﻄﺒﻲ: دراﺳﺔ ﺗﻮﻟﻴﻔﻴﺔ Background: Pedagogical knowledge management is the management of knowledge and experiences in teaching, assessment, learning theories, classroom management, and other areas of education. An analytical study of the literature can be helpful in understanding the pedagogical knowledge management approach. Thus, this study aims to perform a synthesis research on the efficacy of pedagogical knowledge management and to explain its applications and strategies. Methods: The method of this study is the qualitative research synthesis. Data was gathered through searching library resources, theses, and articles in the Google Scholar, Science Direct, SID, Springer, IEEE, and Eric databases. In order to search the domestic and foreign databases, keywords have been used without time limits. A total of 3227 published research papers were identified and 66 of them were selected for analysis. Results: The results of analyzing different studies showed that knowledge management is effective in the field of education and is widely used in the professional development of professors, lesson study, upgrading qualification, curriculum development, evidence- based education, lifelong learning, teaching design, and clinical reasoning. According to the results of the present research, among approaches regarding knowledge management in education are establishing learning communities, storytelling, knowledge management platforms such as wiki, web2, blogs, etc. Conclusion: The results of this study showed the widespread use of pedagogical knowledge management in all areas of education; therefore, identification and implementation of practical strategies such as virtual and real learning communities of professors, storytelling, and the establishment of thought rooms for the proper management of pedagogical knowledge are suggested. Keywords: Pedagogical Knowledge Management, Medical Education, Synthetic Research Pedagogical knowledge management and its application in Medical education: A synthetic research study Pedagogical knowledge Management Khaironnesa Ramazanzade 1 ; Mohsen Ayati 2,* ; Hossein Shokohifard 2 ; Farshid Abedi 3,4 1 PhD candidate, Department of Education and Psychology, Faculty of Education and Psychology, University of Birjand, Birjand, Iran 2 Department of Education and Psychology, Faculty of Education and Psychology, University of Birjand, Birjand, Iran 3 Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran 4 Family Medicine Department, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran * University of Birjand, University Blvd. Birjand, 9716653484 Iran Tel: +98 5632227044 Fax: + 985632202207 Email: mayati@birjand.ac.ir REVIEW ARTICLE 51